為了提供國中英語教師在面對異質教室和低成就學生在閱讀能力方面有困難的另一種教學方式，本研究旨在探討全班性同儕指導策略對台灣國中生英語閱讀能力的影響。研究對象為台北市某國中的兩班八年級學生，共六十八名學生被分為實驗組和控制組。兩組皆以前一學期的三次段考成績分為高分群和低分群。實驗組接受為期十周，每周三次的全班性同儕指導策略教學法，控制組接受傳統的文法翻譯教學法。本研究藉由學生的前、後測成績加以收集和分析，進行獨立樣本T考驗。此外，實驗組的學生在研究結束後須填寫一份問卷，藉以了解高分組和低分組學生對此教學法的觀感。
本研究主要發現為：一、實驗組和控制組的後測成績達顯著差異，表示全
班性同儕指導策略教學法能顯著提升學生的閱讀理解能力。二、實驗組高、低分群，控制組高分群的後測成績皆達顯著差異。而由其進步幅度顯示，實驗組低分群進步幅度最大，其次為實驗組高分群，控制組高分群和控制組低分群。此結果顯示跟控制組比較而言，實驗組高、低分群之間的成績落差有縮小。三、實驗組高、低分群學生對於此教學法的成效和執行情況，有不同想法，而對於其滿意程度，則一致表達正向肯定的態度。
本研究結果顯示，全班性同儕指導策略教學法對於學生閱讀理解能力是有助益的，而且能縮短高、低分群學生之間的成績落差。另外，根據問卷結果顯示，跟高分群學生相較之下，低分群學生對於此教學法的成效和執行情況表達較多困難，但是他們都對此教學法抱持滿意的肯定態度。對此，研究者建議英語教師可採用全班性同儕指導策略教學法於閱讀課程中，並同時提出不足之處和建議，以供將來研究參考。

In response to the problems of heterogeneous classrooms and low-achievers’ poor reading comprehension ability that junior high English teachers encounter, the present study aims to investigate the effects of Classwide Peer Tutoring on reading comprehension in an EFL junior high classroom. The participants of the study were sixty-eight eighth-graders from two intact classes in a municipal junior high school in Taipei. They were assigned to the experimental and control groups, and based on the scores of the three monthly exams during the previous semester, they were further divided into four subgroups, that is, the high-achievers in the experimental (HE) and control (HC) groups as well as the low-achievers in the experimental (LE) and control (LC) groups. The experimental group received three CWPT sessions a week, and the control group received Grammar-Translation Method the same amount of time, for ten weeks. The scores of the students’ pre- and posttests were collected and analyzed through the independent-samples t-test. In addition, those in the experimental group were given a post-treatment questionnaire to help the researcher further gain insights into the differences between the high- and low-achievers’ perceptions about CWPT.
The major findings of the current study are summarized as follows. First, there was a significant difference between the experimental and control groups, which indicated that CWPT was proved to enhance students’ reading comprehension ability. Second, HE, LE, and HC reached significant difference. According to the results of the progress range, LE made the most progress, followed by HE, HC and LC. The gap between the high- and low-achievers in the experimental group was narrowed down, compared with that in the control group. Third, the high- and low-achievers showed different opinions about the effectiveness of, and implementation of CWPT, while they all held positive attitudes toward the satisfaction with CWPT.
The overall satisfactory results showed that CWPT was effective to boost students’ reading comprehension competence, and it simultaneously filled the gap between the high- and low-achievers on academic achievement. Additionally, the outcomes of the questionnaire indicated that the low-achievers expressed more difficulties on the effectiveness and implementation of CWPT, compared with their counterparts, yet they all felt satisfied with CWPT. In conclusion, the researcher suggested that English teachers adopt CWPT in their reading lessons.

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